subject:( Argumentation)

Wake Forest University

1. Kirby, Caitlin R. Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate.

Degree: 2019, Wake Forest University

URL: http://hdl.handle.net/10339/93971

► When publics need to make decisions about technical matters, they frequently refer to experts to assist by providing technical knowledge that is translated for the… (more)

Subjects/Keywords: Argumentation

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APA (6^th Edition):

Kirby, C. R. (2019). Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate. (Thesis). Wake Forest University. Retrieved from http://hdl.handle.net/10339/93971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kirby, Caitlin R. “Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate.” 2019. Thesis, Wake Forest University. Accessed March 01, 2021. http://hdl.handle.net/10339/93971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kirby, Caitlin R. “Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate.” 2019. Web. 01 Mar 2021.

Vancouver:

Kirby CR. Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate. [Internet] [Thesis]. Wake Forest University; 2019. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10339/93971.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kirby CR. Expertise, Ethos, and Ethics: The Prophetic Rhetoric of Nick Bostrom and Elon Musk in the Artificial Intelligence Debate. [Thesis]. Wake Forest University; 2019. Available from: http://hdl.handle.net/10339/93971

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Oregon State University

2. Roberts, James Nolan. Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence.

Degree: MA, 2011, Oregon State University

URL: http://hdl.handle.net/1957/21734

► Some argumentation texts require additional evidentiary support to uphold their ethical propositions. A rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support,… (more)

Subjects/Keywords: Argumentation ethics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Roberts, J. N. (2011). Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/21734

Chicago Manual of Style (16^th Edition):

Roberts, James Nolan. “Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence.” 2011. Masters Thesis, Oregon State University. Accessed March 01, 2021. http://hdl.handle.net/1957/21734.

MLA Handbook (7^th Edition):

Roberts, James Nolan. “Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence.” 2011. Web. 01 Mar 2021.

Vancouver:

Roberts JN. Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence. [Internet] [Masters thesis]. Oregon State University; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1957/21734.

Council of Science Editors:

Roberts JN. Plenty & paucity in the ethics of argumentation : a rhetorical critique of eight argumentation textbooks for ethical propositions and corresponding support, reasons and evidence. [Masters Thesis]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/21734

University of Wollongong

3. Chang, Chee Fon. Practical argumentation in a mixed-initiative framework.

Degree: PhD, 2011, University of Wollongong

URL: ; https://ro.uow.edu.au/theses/3712

► There exist many approaches to agent-based conflict resolution. Of particular interest is on approaches that adopt argumentation as their underlying conflict resolution machinery. One… (more)

Subjects/Keywords: abstract argumentation theory; accrual argumentation; mixed-initiative argumentation; argumentation theory revision

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APA (6^th Edition):

Chang, C. F. (2011). Practical argumentation in a mixed-initiative framework. (Doctoral Dissertation). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3712

Chicago Manual of Style (16^th Edition):

Chang, Chee Fon. “Practical argumentation in a mixed-initiative framework.” 2011. Doctoral Dissertation, University of Wollongong. Accessed March 01, 2021. ; https://ro.uow.edu.au/theses/3712.

MLA Handbook (7^th Edition):

Chang, Chee Fon. “Practical argumentation in a mixed-initiative framework.” 2011. Web. 01 Mar 2021.

Vancouver:

Chang CF. Practical argumentation in a mixed-initiative framework. [Internet] [Doctoral dissertation]. University of Wollongong; 2011. [cited 2021 Mar 01]. Available from: ; https://ro.uow.edu.au/theses/3712.

Council of Science Editors:

Chang CF. Practical argumentation in a mixed-initiative framework. [Doctoral Dissertation]. University of Wollongong; 2011. Available from: ; https://ro.uow.edu.au/theses/3712

University of Aberdeen

4. Ogunniye, Gideon. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.

Degree: PhD, 2019, University of Aberdeen

URL: https://abdn.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152239050005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782068

► In multi-party dialogues, arguments may originate from several sources with varying degrees of trustworthiness, for example due to maliciousness, incompetence or the like. In such… (more)

▼ In multi-party dialogues, arguments may originate from several sources with varying degrees of trustworthiness, for example due to maliciousness, incompetence or the like. In such dialogues, uncertainties about the trustworthiness of arguments and their sources will impact the strength attributed to the arguments, and will in turn affect the reasoning process. In human dialogues, such sources are characterised by the lack of trust ascribed to them. To obtain appropriate conclusions, trust reasoning should be integrated into formal frameworks for dialogues to identify and extract the most trustworthy conclusions. A dialogue framework should be robust to consider trust in arguments and their sources so as to minimise inconsistencies in the information obtained from a dialogue. Recently, a number of argumentation-based frameworks for dialogues have been developed to consider trust when defining preferences between arguments. However, existing frameworks have not considered how and why trust in arguments may change within a dialogue and how such change in trust should affect the justified conclusions of the dialogue. In this research, we propose meta-argumentation frameworks for multi-party dialogues in which participants consider how much they trust each other and the advanced arguments in order to define their preferences over the arguments, given that arguments (or information that supports the arguments) from more trustworthy sources may be preferred to arguments from less trustworthy sources. Dialogue participants may have conflicting preferences over arguments based on their subjective views about trust. We describe preference aggregation technique to resolve such conflicting preferences. Within our frameworks, we propose a number of argument schemes for meta-level reasoning about trust in arguments and their sources that can be integrated into any dialectical argumentation framework. These argument schemes encode intuitive properties for the dynamic trust ratings of arguments and their sources. We provide the formal analysis of our frameworks to establish how dynamic trust ratings of arguments should affect the justified conclusions of a dialogue. We also establish how dynamic trust ratings of arguments and their sources can be integrated into the strategies of dialogue participants to make suitable moves towards achieving their dialogical goals. We explore the use of dynamic trust ratings of arguments leading to preference orderings over them as a strategy for conflict resolution in argumentation-based dialogues. Through the proposed meta-argumentation frameworks, we advance the state-of-the-art in dialectical argumentation.

Subjects/Keywords: Dialogue; Argumentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ogunniye, G. (2019). Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. (Doctoral Dissertation). University of Aberdeen. Retrieved from https://abdn.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152239050005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782068

Chicago Manual of Style (16^th Edition):

Ogunniye, Gideon. “Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.” 2019. Doctoral Dissertation, University of Aberdeen. Accessed March 01, 2021. https://abdn.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152239050005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782068.

MLA Handbook (7^th Edition):

Ogunniye, Gideon. “Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.” 2019. Web. 01 Mar 2021.

Vancouver:

Ogunniye G. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. [Internet] [Doctoral dissertation]. University of Aberdeen; 2019. [cited 2021 Mar 01]. Available from: https://abdn.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152239050005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782068.

Council of Science Editors:

Ogunniye G. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. [Doctoral Dissertation]. University of Aberdeen; 2019. Available from: https://abdn.alma.exlibrisgroup.com/view/delivery/44ABE_INST/12152239050005941 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782068

NSYSU

5. Yang, Kuay-keng. The exploration of teaching argumentation for elementary school students.

Degree: Master, Education, 2009, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421

► This study was designed to explore pupilsâ argumentation ability and understanding about the nature of science during the argumentation activities. The method of quasi-experiment with… (more)

Subjects/Keywords: Nature of science; argumentation instruction; Argumentation ability

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APA (6^th Edition):

Yang, K. (2009). The exploration of teaching argumentation for elementary school students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yang, Kuay-keng. “The exploration of teaching argumentation for elementary school students.” 2009. Thesis, NSYSU. Accessed March 01, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yang, Kuay-keng. “The exploration of teaching argumentation for elementary school students.” 2009. Web. 01 Mar 2021.

Vancouver:

Yang K. The exploration of teaching argumentation for elementary school students. [Internet] [Thesis]. NSYSU; 2009. [cited 2021 Mar 01]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yang K. The exploration of teaching argumentation for elementary school students. [Thesis]. NSYSU; 2009. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723109-230421

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université Montpellier II

6. Rienstra, Tjitze. Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation).

Degree: Docteur es, Informatique, 2014, Université Montpellier II

URL: http://www.theses.fr/2014MON20151

►

Abstract argumentation frameworks are a widely used formalism in the field of artificial intelligence. They are used to represent conflicting information by means of a… (more)

▼

Abstract argumentation frameworks are a widely used formalism in the field of artificial intelligence. They are used to represent conflicting information by means of a set of arguments and an attack relation. The main problem studied in the literature is their evaluation, i.e., the determination of the justified points of view on the status (accepted or not) of the arguments. The research in this thesis is motivated by the idea that this is not a static process, and that there are many real life examples in which external information plays a role. We address this issue from three points of view.First, we look at intervention and observation in argumentation. These are notions usually studied in the context of causal networks, which are structures used to encode causal connections between events. In these models, an intervention represents the active causation of an event in the interest of predicting the effects, while the passive observation of an event allows one to infer both the most likely causal explanation as well as the effects. In argumentation, intervention captures a hypothetical mode of arguing, where we hypothetically fix the status of an argument in the interest of determining the effects.An observation, on the other hand, captures a revision process: changing the status of an argument requires us to retrace our steps in the line of reasoning that led to the initial status and to accept the most likely hypothesis that explains the new status. We propose models for these two types of reasoning and analyze them using a postulate-based approach. Second, we develop a model of abduction in argumentation, where changes to an argumentation framework act as hypotheses to explain an observation. We present dialogical proof theories for the main decision problems (i.e., finding hypotheses that explain an observation) and show that this model can be instantiated on the basis of abductive logic programs.Third, we look at change in preference-based argumentation. Preferences have been introduced in argumentation to encode, for example, relative strength of arguments.An underexposed aspect in these models is change of preferences. We present a dynamic model of preferences in argumentation, based on what we call property-based argumentation frameworks. It is based on Dietrich and List's model of property-based preference and provides an account of how and why preferences in argumentation may change. The idea is that preferences over arguments are derived from preferences over properties of arguments and change as the result of moving to different motivational states. We also provide a dialogical proof theory that establishes whether there exists some motivational state in which an argument is accepted.

Abstract argumentation frameworks are a widely used formalism in the field of artificial intelligence. They are used to represent conflicting information by means of a set of arguments and an attack relation. The main problem studied in the literature is their evaluation, i.e., the determination of the justified…

Advisors/Committee Members: Kaci, Souhila (thesis director), Torre, Leendert van der (thesis director).

Subjects/Keywords: Argumentation; Abduction; Dynamique; Argumentation; Abduction; Dynamics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rienstra, T. (2014). Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation). (Doctoral Dissertation). Université Montpellier II. Retrieved from http://www.theses.fr/2014MON20151

Chicago Manual of Style (16^th Edition):

Rienstra, Tjitze. “Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation).” 2014. Doctoral Dissertation, Université Montpellier II. Accessed March 01, 2021. http://www.theses.fr/2014MON20151.

MLA Handbook (7^th Edition):

Rienstra, Tjitze. “Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation).” 2014. Web. 01 Mar 2021.

Vancouver:

Rienstra T. Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation). [Internet] [Doctoral dissertation]. Université Montpellier II; 2014. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2014MON20151.

Council of Science Editors:

Rienstra T. Argumentation In Flux (Modelling Change in the Theory of Argumentation) : Argumentation In Flux (Modélisation du changement dans la théorie de l'argumentation). [Doctoral Dissertation]. Université Montpellier II; 2014. Available from: http://www.theses.fr/2014MON20151

7. Osborne, Nicolas. Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought.

Degree: Docteur es, Philosophie (métaphysique, épistémologie, esthétique), 2016, Lille 3

URL: http://www.theses.fr/2016LIL30023

►

Ce travail a pour objet la nature et l’explication philosophique de laméthode de construction de la connaissance selon l’épistémologie kantienne. Nous soulignons non seulement l’importance… (more)

▼

Ce travail a pour objet la nature et l’explication philosophique de laméthode de construction de la connaissance selon l’épistémologie kantienne. Nous soulignons non seulement l’importance de la pratique sociale de l’argumentation, mais nous mettons également en évidence son rôle dans cette méthode, ainsi que les raisons pour lesquelles Kant en est arrivé à lui donner un tel rôle. Cela nous amène à reconstituer comment Kant a élaboré son argumentation en lien avec son horizon intellectuel (notamment Locke, Crusius, Lambert et Meier). Nous procédons en deux temps : le premier temps est celui de la recherche d’éléments épistémologiques qui interviennent dans la construction de la connaissance, comme le jugement synthétique, la modalité du jugement et la modalité de l’assentiment. Le second est celui de l’étude de la méthode proprement dite, qui se décline en deux activités, à savoir la construction de la direction du travail scientifique à travers le concept d’orientation et la construction de la justification de la connaissance à travers la pratique sociale de l’argumentation.

The purpose of this work is to determine the nature and the philosophical explanation of the method for knowledge construction according to the Kantian epistemology. Not only we emphasize the importance of the social practice of argumentation, but we also shed light on its role in this method,as well as the reasons which led Kant to give such a role to this practice. This leads us to reconstruct how Kant developed his argumentation in relation to his intellectual horizon (in particular Locke, Crusius, Lambert andMeier). We proceed in two steps. The first one is the search for epistemological elements involved in the construction of knowledge such as the synthetic judgement, the modality of judgement and the modality of assent. The secondis the study of the method itself in two parts, namely the construction of the direction of scientific work through the concept of orientation, and the construction of the justification of knowledge through the social practice of argumentation.

Advisors/Committee Members: Berner, Christian (thesis director).

Subjects/Keywords: Kant; Epistémologie; Argumentation; Kant; Epistemology; Argumentation

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APA (6^th Edition):

Osborne, N. (2016). Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2016LIL30023

Chicago Manual of Style (16^th Edition):

Osborne, Nicolas. “Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought.” 2016. Doctoral Dissertation, Lille 3. Accessed March 01, 2021. http://www.theses.fr/2016LIL30023.

MLA Handbook (7^th Edition):

Osborne, Nicolas. “Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought.” 2016. Web. 01 Mar 2021.

Vancouver:

Osborne N. Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought. [Internet] [Doctoral dissertation]. Lille 3; 2016. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2016LIL30023.

Council of Science Editors:

Osborne N. Opinion, croyance, savoir : recherches sur la pragmatique kantienne de la pensée : Opinion, belief, knowledge : research on the Kantian pragmatic of thought. [Doctoral Dissertation]. Lille 3; 2016. Available from: http://www.theses.fr/2016LIL30023

University of the Western Cape

8. Berhe, Senait Ghebru. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .

Degree: 2014, University of the Western Cape

URL: http://hdl.handle.net/11394/4317

► This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study… (more)

Subjects/Keywords: Argumentation; Learner-centred curriculum; Toulmin’s argumentation pattern

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Berhe, S. G. (2014). The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Berhe, Senait Ghebru. “The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .” 2014. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Berhe, Senait Ghebru. “The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .” 2014. Web. 01 Mar 2021.

Vancouver:

Berhe SG. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berhe SG. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Villemin, Flore. La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy.

Degree: Docteur es, Sciences du langage, 2011, Université Nancy II

URL: http://www.theses.fr/2011NAN21024

►

Ce travail se penche sur les formes et enjeux de la réfutation chez Diderot dans le contexte de la polémique religieuse. Le rôle du philosophe… (more)

▼

Ce travail se penche sur les formes et enjeux de la réfutation chez Diderot dans le contexte de la polémique religieuse. Le rôle du philosophe dans le combat contre la Superstition n'est pas négligeable, et l'on s'intéresse ici à la manière dont il a été mené. La réfutation n'est pas envisagée dans son sens rhétorique, mais elle est observée comme un outil de la contestation, qui vise d'ailleurs en tout premier lieu les modèles figés qu'engendre la rhétorique traditionnelle. La réfutation, par le mouvement qu'elle provoque en se heurtant à l'assertion qu'elle contredit, a une fonction de réveil. La première partie observe les voies empruntées pour contester, tout en prêtant attention aux diverses figures de l'adversité. Complété par l'examen de la représentation locutoire des adversaires, ce premier temps suggère une échelle de polémicité qui caractériserait les relations de Diderot avec différents types d'opposants. La deuxième partie se concentre sur le traitement de la parole adverse et sur la façon dont l'auteur rapporte les fallacies du discours adverse. Si Diderot le condamne pour son dogmatisme, forcément trompeur, il le condamne également à la mise à mort dès qu'il le fait entrer dans son texte. Enfin, la troisième partie envisage la façon dont la voix philosophique construit sa particularité en s'opposant : Diderot ne se contente pas de dénoncer et d'invalider le discours adverse, il propose son propre contre-discours. L'efficacité de ce dernier est fonction d'une certaine éthique (dont le premier principe serait le respect de la parole autre) à laquelle le philosophe se conformerait, contrairement à la figure ennemie par excellence, le dogmatisme.

The purpose of this study is to observe the features and the scope of the use of refutation in Diderot's works regarding the religious controversy. The philosopher holds a major role in the fight against Superstition, and this study intends to look into the way this fight was put up. Refutation should not be taken here on its rhetorical sense: it is considered as instrumental in the contestation process - which, by the way, above all tackles the lifeless models of the classical rhetoric. Refutation provokes movement by going against the assertion it contradicts; thus it has a function of awakening. In the first part, we look into the different means used to challenge the opposite side, and also the different faces of the opponents. The study of the locutionary positions of these opponents completes this first part, which suggests a scale of polemicity characterising the relationships between Diderot and various kinds of opponents. The second part focuses on the treatment of the opposite discourse and tries to describe how Diderot reports the fallacies of his opponents. Of course Diderot condemns the opposite discourse because of its dogmatism, which necessarily leads to deception, but he also condemns it to death as soon as he includes it in his text. The last part deals with the philosopher's voice constructing its specificity by opposing itself to other ones…

Advisors/Committee Members: Combettes, Bernard (thesis director).

Subjects/Keywords: Fallacies; Argumentation; Polémique

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Villemin, F. (2011). La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy. (Doctoral Dissertation). Université Nancy II. Retrieved from http://www.theses.fr/2011NAN21024

Chicago Manual of Style (16^th Edition):

Villemin, Flore. “La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy.” 2011. Doctoral Dissertation, Université Nancy II. Accessed March 01, 2021. http://www.theses.fr/2011NAN21024.

MLA Handbook (7^th Edition):

Villemin, Flore. “La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy.” 2011. Web. 01 Mar 2021.

Vancouver:

Villemin F. La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy. [Internet] [Doctoral dissertation]. Université Nancy II; 2011. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2011NAN21024.

Council of Science Editors:

Villemin F. La réfutation chez Diderot : le discours du philosophe dans la polémique religieuse : Refutation in Diderot : the philosopher's discourse within the religious controversy. [Doctoral Dissertation]. Université Nancy II; 2011. Available from: http://www.theses.fr/2011NAN21024

Jönköping University

10. Rodin, Niklas. Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7.

Degree: Literature and Language Didactics, 2011, Jönköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900

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I denna undersökning granskas 31 texter skrivna av elever i årskurs 7 höstterminen 2011. Samtliga texter är skrivna efter samma på förhand fastställda uppgift.… (more)

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I denna undersökning granskas 31 texter skrivna av elever i årskurs 7 höstterminen 2011. Samtliga texter är skrivna efter samma på förhand fastställda uppgift. Metodmässigt har texterna granskats genom en närläsning strukturerad av ett analysschema. Undersökningen syftar till att besvara följande frågeställningar: - Vilka är de texttypsmässiga styrkorna och svagheterna i elevtexterna? - Hur ser samspelet ut mellan berättandet och argumenterandet i elevtexterna? - Vilka typer av kunskaper i argumentation visar sig i elevtexterna? Sammanfattningsvis visar studien att eleverna kan föra fram en tes och argument som stödjer tesen. Dock finns det utrymme för förbättring vad det gäller skapandet av disposition. Undersökningen visar också att en mindre del av eleverna valde att skriva en diskuterande text istället för en renodlad argumentation. Eleverna har i de flesta fall en god känsla för blandningen av den argumenterande och berättande texttypen. I diskussionen redogörs för hur texterna skulle kunna användas i ett formativt arbetssätt för att diskutera kunskaps-kvalitéer.

In this thesis 31 student texts are examined by close reading. The texts were written in seventh grade on the fall semester of 2011. The study of close reading were structured by an analytic scheme and aimed to answer the following questions: - Which are the strengths and weaknesses in the student’s text in relation to text type? - How is the relationship between narrative and argumentative text types represented? - Which signs of knowledge about written argument appear in the student’s texts? The study shows that most students can formulate a thesis and argument to support it. There is however room for improvement when it comes to the disposition of the text. The study also shows that some of the students wrote a text as a discussion rather than an argument. In most cases the students are successful in combining narrative and argumentative text types. The thesis is concluded by a discussion about how these results could be helpful in the frame of formative assessment and guide students to develop their argumentative skill.

Subjects/Keywords: argumentation; written argument; writing skills; swedish; argumentation; elevtext; skriftlig argumentation; skrivutveckling; svenska

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rodin, N. (2011). Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodin, Niklas. “Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7.” 2011. Thesis, Jönköping University. Accessed March 01, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodin, Niklas. “Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7.” 2011. Web. 01 Mar 2021.

Vancouver:

Rodin N. Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7. [Internet] [Thesis]. Jönköping University; 2011. [cited 2021 Mar 01]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodin N. Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7. [Thesis]. Jönköping University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Université du Québec à Montréal

11. Desbiens, Jérémie. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.

Degree: 2017, Université du Québec à Montréal

URL: http://www.archipel.uqam.ca/10655/1/M15133.pdf

► Cette recherche se veut une tentative pour proposer une nouvelle lecture et une nouvelle interprétation de l'œuvre d'Erving Goffman sous une perspective rhétorique. Le but… (more)

▼ Cette recherche se veut une tentative pour proposer une nouvelle lecture et une nouvelle interprétation de l'œuvre d'Erving Goffman sous une perspective rhétorique. Le but est de lier l'œuvre du sociologue en montrant en quoi la persuasion est un thème sous-jacent à ses écrits. Goffman ayant utilisé plusieurs perspectives pour rendre compte de ses idées, il a aussi rendu ses contributions hétérogènes pour certains lecteurs qui ont bien du mal à y voir une ligne directrice. Ce mémoire de maîtrise se donne donc pour but de rendre la tâche plus facile pour le lecteur de Goffman en y proposant une méthode de lecture : en gardant toujours à l'esprit que, derrière les différentes perspectives utilisées par Goffman, il y a une logique qui leur est inhérente. Bien que le but de cette recherche soit clairement avoué, il faut voir en ce but un subterfuge pour emmener le lecteur vers une nouvelle conception de la rhétorique. Dans ce cas, Erving Goffman deviendra, pour nous, le précurseur d'une vision sociologique de la persuasion. Ce mémoire est donc aussi la proposition d'une perspective sociologique de la rhétorique et une tentative pour diminuer l'importance de l'individu dans la persuasion interpersonnelle. Mais cette tentative ne peut être faite sans lier les différents discours de Goffman autour de la question rhétorique. Dans un premier temps, ce travail se donne pour but de présenter différentes perspectives utilisées par Goffman tout au long de sa carrière (comme la perspective théâtrale ou la perspective cinématographique par exemple). Dans un second temps, il veut montrer en quoi ces différentes perspectives peuvent être liées par la persuasion et qu'elles nécessitent cette dernière. Nous voulons être certain qu'une fois la lecture de ce mémoire terminée, l'œuvre de Goffman ne nous paraisse plus autant disparate qu'elle peut l'être à première vue. ___________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Erving Goffman (1922 - 1982), rhétorique, persuation, théâtralité, représentation, argumentation.

Subjects/Keywords: Erving Goffman; Rhétorique; Persuasion; Argumentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Desbiens, J. (2017). Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. (Thesis). Université du Québec à Montréal. Retrieved from http://www.archipel.uqam.ca/10655/1/M15133.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Desbiens, Jérémie. “Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.” 2017. Thesis, Université du Québec à Montréal. Accessed March 01, 2021. http://www.archipel.uqam.ca/10655/1/M15133.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Desbiens, Jérémie. “Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.” 2017. Web. 01 Mar 2021.

Vancouver:

Desbiens J. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. [Internet] [Thesis]. Université du Québec à Montréal; 2017. [cited 2021 Mar 01]. Available from: http://www.archipel.uqam.ca/10655/1/M15133.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Desbiens J. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. [Thesis]. Université du Québec à Montréal; 2017. Available from: http://www.archipel.uqam.ca/10655/1/M15133.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

McMaster University

12. Stevens, Katharina. Reasoning By Precedent.

Degree: PhD, 2016, McMaster University

URL: http://hdl.handle.net/11375/20021

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This thesis develops a novel account of judicial common-law reasoning by precedent. If a new case is relevantly similar to a precedent case, judges are… (more)

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This thesis develops a novel account of judicial common-law reasoning by precedent. If a new case is relevantly similar to a precedent case, judges are generally bound to follow the decision made in the precedent case. Important differences between cases can justify deciding the new case differently. The literature offers two main approaches to reasoning by precedent. According to rule-based-approaches, every case is decided by either following an existing rule or establishing a new one. I show that rule-based approaches are untenable. Analogy-based approaches claim that similarities and differences between two cases are determined through reasoning by analogy. These approaches are problematic because some similarity or difference can always be found between two cases. Accounts suggested so far cannot explain how precedents can provide significant guidance to judges. My dissertation salvages analogy-based approaches by supplementing them with insights from argumentation theory. Analogies contain a figurative part that is used to make someone see the analogy‘s literal part in a new way. An arguer can manipulate her interlocutor‘s perception of the literal part through the way she describes the figurative part by rhetorically drawing attention to those similarities that she considers relevant. Arguments by analogy use this to convince interlocutors of conclusions about the literal part. I propose to see judges in the role of interlocutors, evaluating arguments by precedent. The opinion that documents the precedent case from the point of view of the former judge is the figurative part of an analogy. The literal part is the new case. They form an analogical argument for repeating the precedent decision. The judge evaluates the argument by considering a number of critical questions. If all the critical questions can be answered, the precedent is applicable and must be followed. Otherwise, the precedent is either not applicable or has to be distinguished.

Dissertation

Doctor of Philosophy (PhD)

This thesis describes reasoning by precedent in the common law. I discuss two important approaches to how reasoning by precedent works, rule-based theories and analogy-based theories. I reject rule-based theories as untenable. I describe the main problem analogy-based theories face: To show that precedents can constrain judicial reasoning so that judges cannot decide cases according to their own normative commitments. I use insights from psychological research into analogical reasoning and from argumentation theory to develop a new analogy-based account. I suggest that judges should be seen as interlocutors evaluating an argument by precedent. This argument contains an analogy between precedent case and present case, and a rule stating that the precedent decision needs to be followed if precedent case and present case are legally the same. The judge needs to first understand the analogy under the application of the principle of charity, and then evaluate it using critical questions.

Advisors/Committee Members: Waluchow, Wil, Philosophy.

Subjects/Keywords: precedent; reasoning; argumentation; legal philosophy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stevens, K. (2016). Reasoning By Precedent. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/20021

Chicago Manual of Style (16^th Edition):

Stevens, Katharina. “Reasoning By Precedent.” 2016. Doctoral Dissertation, McMaster University. Accessed March 01, 2021. http://hdl.handle.net/11375/20021.

MLA Handbook (7^th Edition):

Stevens, Katharina. “Reasoning By Precedent.” 2016. Web. 01 Mar 2021.

Vancouver:

Stevens K. Reasoning By Precedent. [Internet] [Doctoral dissertation]. McMaster University; 2016. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11375/20021.

Council of Science Editors:

Stevens K. Reasoning By Precedent. [Doctoral Dissertation]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/20021

Université du Québec à Montréal

13. Desbiens, Jérémie. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.

Degree: 2017, Université du Québec à Montréal

URL: http://archipel.uqam.ca/10655/1/M15133.pdf

► Cette recherche se veut une tentative pour proposer une nouvelle lecture et une nouvelle interprétation de l'œuvre d'Erving Goffman sous une perspective rhétorique. Le but… (more)

▼ Cette recherche se veut une tentative pour proposer une nouvelle lecture et une nouvelle interprétation de l'œuvre d'Erving Goffman sous une perspective rhétorique. Le but est de lier l'œuvre du sociologue en montrant en quoi la persuasion est un thème sous-jacent à ses écrits. Goffman ayant utilisé plusieurs perspectives pour rendre compte de ses idées, il a aussi rendu ses contributions hétérogènes pour certains lecteurs qui ont bien du mal à y voir une ligne directrice. Ce mémoire de maîtrise se donne donc pour but de rendre la tâche plus facile pour le lecteur de Goffman en y proposant une méthode de lecture : en gardant toujours à l'esprit que, derrière les différentes perspectives utilisées par Goffman, il y a une logique qui leur est inhérente. Bien que le but de cette recherche soit clairement avoué, il faut voir en ce but un subterfuge pour emmener le lecteur vers une nouvelle conception de la rhétorique. Dans ce cas, Erving Goffman deviendra, pour nous, le précurseur d'une vision sociologique de la persuasion. Ce mémoire est donc aussi la proposition d'une perspective sociologique de la rhétorique et une tentative pour diminuer l'importance de l'individu dans la persuasion interpersonnelle. Mais cette tentative ne peut être faite sans lier les différents discours de Goffman autour de la question rhétorique. Dans un premier temps, ce travail se donne pour but de présenter différentes perspectives utilisées par Goffman tout au long de sa carrière (comme la perspective théâtrale ou la perspective cinématographique par exemple). Dans un second temps, il veut montrer en quoi ces différentes perspectives peuvent être liées par la persuasion et qu'elles nécessitent cette dernière. Nous voulons être certain qu'une fois la lecture de ce mémoire terminée, l'œuvre de Goffman ne nous paraisse plus autant disparate qu'elle peut l'être à première vue. ___________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Erving Goffman (1922 - 1982), rhétorique, persuation, théâtralité, représentation, argumentation.

Subjects/Keywords: Erving Goffman; Rhétorique; Persuasion; Argumentation

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Desbiens, J. (2017). Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. (Thesis). Université du Québec à Montréal. Retrieved from http://archipel.uqam.ca/10655/1/M15133.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Desbiens, Jérémie. “Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.” 2017. Thesis, Université du Québec à Montréal. Accessed March 01, 2021. http://archipel.uqam.ca/10655/1/M15133.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Desbiens, Jérémie. “Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion.” 2017. Web. 01 Mar 2021.

Vancouver:

Desbiens J. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. [Internet] [Thesis]. Université du Québec à Montréal; 2017. [cited 2021 Mar 01]. Available from: http://archipel.uqam.ca/10655/1/M15133.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Desbiens J. Pour une perspective sociologique de la rhétorique : interprétation de l’œuvre d'Erving Goffman sous l'angle de la persuasion. [Thesis]. Université du Québec à Montréal; 2017. Available from: http://archipel.uqam.ca/10655/1/M15133.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Boston College

14. Katsh-Singer, Rebecca. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:106720

► The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition,… (more)

▼ The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and pedagogical content knowledge (PCK) of district science leaders about one of the NGSS science practices, scientific argumentation. Greater understandings of these constructs can aid in designing appropriate supports for district leaders and meeting the challenges of implementing the NGSS. Fifty-three district leaders from states that have adopted the NGSS participated in a survey focused on their beliefs and PCK for argumentation. After the administration of the survey, 10 district leaders who represented a range of states and beliefs were selected for follow-up interviews. These interviews were semi-structured and focused on the same areas of belief as in the survey. The findings from the surveys and interviews indicate that most district science leaders are supporters of the NGSS and believe that scientific argumentation offers important benefits for students. Many leaders referenced one or more of the NGSS science practices in their descriptions of effective science education and asserted that they believe that the NGSS will require teachers in their districts to make substantial changes in their current instruction. However, some leaders also maintained their beliefs in the effectiveness of traditional instructional methods that are not compatible with the NGSS, and few leaders mentioned critique as an essential component of argumentation. In addition, many leaders demonstrated challenges in their PCK for argumentation, specifically related to evidence and reasoning in scientific arguments and the role of critique in dialogical interactions. Therefore, supporting leaders to develop more accurate conceptions and knowledge of the NGSS and argumentation should be a priority for districts nationwide. Advisors/Committee Members: Katherine L. McNeill (Thesis advisor).

Subjects/Keywords: argumentation; beliefs; NGSS; PCK; science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Katsh-Singer, R. (2016). District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:106720

Chicago Manual of Style (16^th Edition):

Katsh-Singer, Rebecca. “District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.” 2016. Doctoral Dissertation, Boston College. Accessed March 01, 2021. http://dlib.bc.edu/islandora/object/bc-ir:106720.

MLA Handbook (7^th Edition):

Katsh-Singer, Rebecca. “District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation.” 2016. Web. 01 Mar 2021.

Vancouver:

Katsh-Singer R. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2021 Mar 01]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106720.

Council of Science Editors:

Katsh-Singer R. District Science Leaders: Beliefs and Pedagogical Content Knowledge for Scientific Argumentation. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:106720

University of Exeter

15. Aloraini, Abdullah Abdulrahman A. Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse.

Degree: PhD, 2015, University of Exeter

URL: http://hdl.handle.net/10871/21208

► This study seeks to consider argumentative discourse in poetry, and to attempt to detect the arguments in the poetic discourse of the Diwan Group in… (more)

▼ This study seeks to consider argumentative discourse in poetry, and to attempt to detect the arguments in the poetic discourse of the Diwan Group in the light of their principles, trying to present a different insight into the examination of modern Arabic poetry by exploring its ability to persuade and influence. The study applies the argumentation theory to the Diwan Group’s poetic output by attempting to answer the question of how the three members of the Diwan Group imbued their poems through the process of argumentation. The study aims to reveal the effectiveness of argumentation in the structure of the group’s poetic discourse considering the presuppositions. This means that the concept of poetry and critical works of the three members of the Diwan Group could be presupposed to be ‘ideal’ and any poetic analysis is made in the light of this concept. In other words, the study highlights the argumentative process in order to illustrate how the Diwan Group’s trend towards the romantic rebelled against the Classical school. By applying the theory of argumentation to the poetic output, it would essentially mean that the poem seeks to create a special meaning through language in the communicative process between the poet and the reader. This process is the essence of the theory of argumentation: to persuade the reader of the argument and to reach the desired result through justification and evidence. As the meaning of each of the selected poems is significant and considerable, this study relies on the pragmatics method, where argumentation itself is an essential branch of pragmatics. The pragmatic approach examines how the purposes of the writer (or speaker) are detected by the receiver. It considers literary works as essential verbal works that have been expanded to encourage the addressee to full persuasion. It can be seen that pragmatics is based on the study of the meaning that the speaker or writer wants to communicate and the listener or reader explains. It is worth noting that both the pragmatic approach and the theory of argumentation endeavour to throw light on the characteristics and implications of literary discourse in different genres, based on communication between two parties. As the title suggests, this study is designed coherently in three parts: The Foundation, the Structure of Argumentation and the Structure of Poetry respectively. Part I includes two chapters; the introductory chapter and the background of both the Group and Theory which considers the dialectic of Argumentation and Poetry. Chapter Three, the first in part II, discusses the Constituents of Argumentation by studying three aspects; the bonds of convergence between Argumentation and Romanticism, repetition and finally, poetic dialogue. Chapter Four covers the Patterns of Argumentation, which are: Syllogism, Fallacy, and thirdly, Argumentation by Example. Chapter Five, the first in part III, conducts a deeper analysis into the common-places where arguments are found, which are Love, Meditation and Nature. Each poetic theme is divided…

Subjects/Keywords: 892.7; Argumentation; Poetry; Diwan Group

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Aloraini, A. A. A. (2015). Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/21208

Chicago Manual of Style (16^th Edition):

Aloraini, Abdullah Abdulrahman A. “Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse.” 2015. Doctoral Dissertation, University of Exeter. Accessed March 01, 2021. http://hdl.handle.net/10871/21208.

MLA Handbook (7^th Edition):

Aloraini, Abdullah Abdulrahman A. “Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse.” 2015. Web. 01 Mar 2021.

Vancouver:

Aloraini AAA. Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10871/21208.

Council of Science Editors:

Aloraini AAA. Argumentation and poetry : a pragmatic literary study of the Diwan Group's poetic discourse. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/21208

Jönköping University

16. Wiberg, Maria. Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text.

Degree: Literature and Language Didactics, 2013, Jönköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20628

► This essay is a qualitative study that examines seven teachers ́ views on argumentative texts. The aim is to examine how teachers work and… (more)

Subjects/Keywords: argumenterande text; argumentation; bedömning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wiberg, M. (2013). Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wiberg, Maria. “Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text.” 2013. Thesis, Jönköping University. Accessed March 01, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wiberg, Maria. “Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text.” 2013. Web. 01 Mar 2021.

Vancouver:

Wiberg M. Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text. [Internet] [Thesis]. Jönköping University; 2013. [cited 2021 Mar 01]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20628.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wiberg M. Argumentera mera! : Sju svensklärares syn på arbetet med argumenterande text. [Thesis]. Jönköping University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20628

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Aberdeen

17. Ogunniye, Gideon.; Oren, Nir.; University of Aberdeen.School of Natural and Computing Sciences. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.

Degree: School of Natural and Computing Sciences., 2019, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=241741 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=241741&custom_att_2=simple_viewer

Subjects/Keywords: Dialogue; Argumentation.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ogunniye, Gideon.; Oren, N. ;. U. o. A. S. o. N. a. C. S. (2019). Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=241741 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=241741&custom_att_2=simple_viewer

Chicago Manual of Style (16^th Edition):

Ogunniye, Gideon.; Oren, Nir ; University of Aberdeen School of Natural and Computing Sciences. “Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.” 2019. Doctoral Dissertation, University of Aberdeen. Accessed March 01, 2021. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=241741 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=241741&custom_att_2=simple_viewer.

MLA Handbook (7^th Edition):

Ogunniye, Gideon.; Oren, Nir ; University of Aberdeen School of Natural and Computing Sciences. “Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness.” 2019. Web. 01 Mar 2021.

Vancouver:

Ogunniye, Gideon.; Oren N;UoASoNaCS. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. [Internet] [Doctoral dissertation]. University of Aberdeen; 2019. [cited 2021 Mar 01]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=241741 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=241741&custom_att_2=simple_viewer.

Council of Science Editors:

Ogunniye, Gideon.; Oren N;UoASoNaCS. Meta-argumentation frameworks for modelling dialogues with information from sources of varying trustworthiness. [Doctoral Dissertation]. University of Aberdeen; 2019. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=241741 ; http://digitool.abdn.ac.uk:1801/webclient/DeliveryManager?pid=241741&custom_att_2=simple_viewer

Louisiana State University

18. Chillara, Indira Venkata. Enculturational practices in the teaching of proof in mathematics.

Degree: PhD, Education, 2013, Louisiana State University

URL: etd-06252013-110432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/745

► Mathematics education reform is informed by constructivist theories that forefront student learning of concepts, and by sociocultural theories whose focus is on students’ mastery of… (more)

▼ Mathematics education reform is informed by constructivist theories that forefront student learning of concepts, and by sociocultural theories whose focus is on students’ mastery of mathematical practices. As Cobb (1994) pointed out, these theorizations are inconsistent with one another, leading to conflict as some theorists seek to promote their approach as the correct one. Alternatively, Cobb, and many others in the social constructivism or the situated cognition camps, seek some sort of integration or balancing of these priorities in pedagogical theorizing. Kirshner (2002, 2004, 2008) argued that instead of either selecting one theory or balancing/coordinating the two theories, we should regard each theory as an independent basis for pedagogical practice, and articulate a separate genre of teaching for each. In that spirit, the current study sought to explore pedagogical methods directed exclusively to enculturating students into mathematical practices, particularly, practices of argumentation characteristic of mathematical proof. The researcher worked with a group of 11 average-ability students in the 11-12 age range, over 24, half-hour sessions. At first, students were called upon to discuss various basic geometric terms, and then to present arguments establishing the truth of 10 basic geometric theorems. Students worked together in groups to discuss the problems, and presented their proofs. All sessions were videotaped and transcribed, and each student’s arguments were coded for sophistication on a 4-level system based on the work of Lolli (2005) and Douek (2009). The results indicated that all students advanced in their level of sophistication, most moving from level 1 in which one understands that an explanation is required, but one does not understand the obligation for the explanation to be logically persuasive to level 3 in which one coordinates the elements of the argument in a way that is consistent with logically sound deductive reasoning. The qualitative analysis of interactional processes illustrates the influence of the group’s level of discourse on individual development.

Subjects/Keywords: mathematical enculturation; dispositions; argumentation; reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chillara, I. V. (2013). Enculturational practices in the teaching of proof in mathematics. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06252013-110432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/745

Chicago Manual of Style (16^th Edition):

Chillara, Indira Venkata. “Enculturational practices in the teaching of proof in mathematics.” 2013. Doctoral Dissertation, Louisiana State University. Accessed March 01, 2021. etd-06252013-110432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/745.

MLA Handbook (7^th Edition):

Chillara, Indira Venkata. “Enculturational practices in the teaching of proof in mathematics.” 2013. Web. 01 Mar 2021.

Vancouver:

Chillara IV. Enculturational practices in the teaching of proof in mathematics. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2021 Mar 01]. Available from: etd-06252013-110432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/745.

Council of Science Editors:

Chillara IV. Enculturational practices in the teaching of proof in mathematics. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06252013-110432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/745

19. Dumont, Julien. Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic.

Degree: Docteur es, Informatique, 2011, Saint-Etienne, EMSE

URL: http://www.theses.fr/2011EMSE0603

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Ce travail de recherche est consacré à la formalisation et à la réalisation d’un processus de diagnostic pluridisplinaire. La particularité d’un tel diagnostic résulte du… (more)

Subjects/Keywords: Diagnostic; Multi-agent; Argumentation; Bayésien; Multi-agent system; Bayesian network; Argumentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dumont, J. (2011). Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic. (Doctoral Dissertation). Saint-Etienne, EMSE. Retrieved from http://www.theses.fr/2011EMSE0603

Chicago Manual of Style (16^th Edition):

Dumont, Julien. “Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic.” 2011. Doctoral Dissertation, Saint-Etienne, EMSE. Accessed March 01, 2021. http://www.theses.fr/2011EMSE0603.

MLA Handbook (7^th Edition):

Dumont, Julien. “Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic.” 2011. Web. 01 Mar 2021.

Vancouver:

Dumont J. Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic. [Internet] [Doctoral dissertation]. Saint-Etienne, EMSE; 2011. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2011EMSE0603.

Council of Science Editors:

Dumont J. Systèmes multi-agent pour le diagnostic pluri-disciplinaire : Multi-agent system for multi-disciplinary diagnostic. [Doctoral Dissertation]. Saint-Etienne, EMSE; 2011. Available from: http://www.theses.fr/2011EMSE0603

20. Besneux, Jean-Michel. Usages de la causalité dans l'argumentation : Uses of causation in argumentation.

Degree: Docteur es, Sciences du langage - linguistique, 2017, Normandie

URL: http://www.theses.fr/2017NORMR104

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Le langage n'est pas seulement une matière de communication ou de description, c'est aussi une représentation dans l'esprit du destinataire. Il génère des connaissances, et… (more)

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Le langage n'est pas seulement une matière de communication ou de description, c'est aussi une représentation dans l'esprit du destinataire. Il génère des connaissances, et en modifie les symboles. C'est un outil de description et de création. Les institutions construisent aussi des réalités. La causalité présente aussi ces qualités. Elle s'applique aux "micro" et aux "macro" phénomènes, au concret, à l'abstrait. Elle a linguistiquement, les propriétés de compositionnalité, d'holisme, d'ancrage dans le réel, de prévisibilité expérimentale. Une double description en découle: c'est un lien entre cause et effet, et entre prémisses et conclusion argumentatives. Elle subsume la multiplicité des situations, des conceptions théoriques, des interprétations. Mais l'argumentation est par excellence le discours de la vraisemblance rhétorique. Cette thèse décrit si et comment le discours argumentatif est convaincant avec la cause. Une hypothèse théorique est proposée, des conceptions épistémologiques, psycholinguistiques et pragmatiques, pour décrire de plus près le mécanisme de basculement de la cause de re vers la cause de dicto. Une situation «idéale» est modélisée, une circularité spirale est constatée, au niveau des valeurs individuelles et collectives, elles-mêmes véhiculées par les constituants linguistiques de l'échange verbal. Plusieurs fils réflexifs en découlent, dont l'analyse grammaticale scolaire.

Language is not only a mater of communication or description, it’s also representations in the recipient’s mind. It generates an environment of knowledges, and modifies symbols. There is a switchover comes from the descriptive function to a creative one. Institutions build realities too. Causality is a way of creating both realities and flexible knowledges. It applies to micro/macro phenomena, concrete and abstract things. Linguistically it is compositional as much as holistic. Two properties are essential : anchoring in the real and robust predictability. A double description derives of this : cause is a link between cause and effect, and also between premises ans conclusion in argumentation. It is caracterised by multiplicity of situations, of theoretical conceptions, interpretations. But argumentation precisely presents a such plurality : the rhetoric discourse which it belongs, being dedicated to the likelihood. This thesis describes whether and how the argumentative discourse is convincing from the standpoint of the cause. A theoretical hypothesis is proposed, based on epistemological, psycho-linguistic, pragmatic conceptions, to describe more closely the mechanism of "tipping" of the cause de re to the cause de dicto. An "ideal" situation is proposed, a spiral circularity, at the level of individual and collective values, themselves conveyed by the linguistic, constituents of the verbal exchange. Several approaches is proposed of language in French, especially in school grammar analysis.

Advisors/Committee Members: Gosselin, Laurent (thesis director), Bouveret, Myriam (thesis director).

Subjects/Keywords: Causalité; Argumentation; Effet linguistique; Causation; Argumentation; Linguistic effect; 401.41

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Besneux, J. (2017). Usages de la causalité dans l'argumentation : Uses of causation in argumentation. (Doctoral Dissertation). Normandie. Retrieved from http://www.theses.fr/2017NORMR104

Chicago Manual of Style (16^th Edition):

Besneux, Jean-Michel. “Usages de la causalité dans l'argumentation : Uses of causation in argumentation.” 2017. Doctoral Dissertation, Normandie. Accessed March 01, 2021. http://www.theses.fr/2017NORMR104.

MLA Handbook (7^th Edition):

Besneux, Jean-Michel. “Usages de la causalité dans l'argumentation : Uses of causation in argumentation.” 2017. Web. 01 Mar 2021.

Vancouver:

Besneux J. Usages de la causalité dans l'argumentation : Uses of causation in argumentation. [Internet] [Doctoral dissertation]. Normandie; 2017. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2017NORMR104.

Council of Science Editors:

Besneux J. Usages de la causalité dans l'argumentation : Uses of causation in argumentation. [Doctoral Dissertation]. Normandie; 2017. Available from: http://www.theses.fr/2017NORMR104

21. Boulares Lahmar, Sabeh. Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions.

Degree: Docteur es, Didactique des langues et cultures, 2012, Université Sorbonne Nouvelle – Paris III

URL: http://www.theses.fr/2012PA030089

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Ce travail est une étude des erreurs commises par les apprenants tunisiens en 4è année secondaire (baccalauréat) concernant le mode, le temps et l’aspect, à… (more)

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Ce travail est une étude des erreurs commises par les apprenants tunisiens en 4è année secondaire (baccalauréat) concernant le mode, le temps et l’aspect, à travers un exercice scolaire important, la rédaction d’un essai. Le travail comprend trois parties. La première est réservée à l’examen de la situation sociolinguistique en Tunisie en vue de dégager les spécificités langagières des apprenants ainsi que des éléments en rapport avec les questions de mode, de temps et d’aspect en français et en arabe, langue maternelle des apprenants. En outre, cette partie englobe aussi une présentation de certaines notions-clés telles que celles de l’erreur ou de l’interférence, etc. La deuxième partie est consacrée à l’analyse des erreurs commises par les apprenants en ce qui concerne l’expression modale, verbo-temporelle dans leurs productions argumentatives. Elle commence par une description des erreurs constatées. Ensuite, une phase de recherche des origines éventuelles de ces erreurs est envisagée en vue de tenter d’avancer certaines propositions didactiques susceptibles d’améliorer la maîtrise de ces catégories verbales par les apprenants tunisiens arabophones dans le cadre de la production textuelle, seul cadre capable de mettre en œuvre toute la complexité du système verbal. La dernière partie du travail est réservée à quelques propositions didactiques. Outre une analyse des nouveaux manuels tunisiens, issus de la dernière réforme de l’enseignement du français, cette partie comprend une séquence didactique portant sur la rédaction d’un texte argumentatif et l’emploi de certaines formes verbales.

This work is a study of the errors made by Tunisian learners in 4th secondary year (baccalaureate) concerning the mode, tense and aspect, through a very important school exercise namely the essay writing. This work includes three main parts. The first, primarily theoretical, it examines the sociolinguistic situation in Tunisia so that to give an idea about the environment in which our learners-authors develop. In this part also, different elements which are in connection with the questions of mode, tense and aspect in French as well as in Arabic- the mother tongue of Tunisian learners- are advanced. In addition to the linguistic elements described above, this part also includes a presentation of certain key concept mentioned in our work; they are of didactic order; we quote of them those of error, interference, transfer, etc. The second part is devoted to error analysis made by the learners concerning modals, verbo-temporal expressions in their written productions of argumentative texts. This part starts with a description of the noticed errors. Then, a phase of research of the possible origins of these errors is considered in order to try to put forward certain didactic suggestions likely to improve the mastery of the mode, tense and aspect in French by the Tunisian Arabic-speaking learners in the framework of textual production, only that framework that is able to implement all the complexity of the verbal. We keep the third…

Advisors/Committee Members: Véronique, Georges Daniel (thesis director).

Subjects/Keywords: Mode; Temps; Aspect; Erreur; Argumentation; Mode; Tense; Aspect; Error; Argumentation; 448.007

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Boulares Lahmar, S. (2012). Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2012PA030089

Chicago Manual of Style (16^th Edition):

Boulares Lahmar, Sabeh. “Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions.” 2012. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed March 01, 2021. http://www.theses.fr/2012PA030089.

MLA Handbook (7^th Edition):

Boulares Lahmar, Sabeh. “Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions.” 2012. Web. 01 Mar 2021.

Vancouver:

Boulares Lahmar S. Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2012PA030089.

Council of Science Editors:

Boulares Lahmar S. Étude des erreurs de temps, d’aspect et de mode chez des élèves tunisiens (classe terminale) en français et propositions didactiques : Study of tense, aspect and of mode errors among Tunisian pupils in French classes (final class) and didactic suggestions. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. Available from: http://www.theses.fr/2012PA030089

22. Hadidi, Nabila. Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation.

Degree: Docteur es, Informatique, 2012, Université Paris Descartes – Paris V

URL: http://www.theses.fr/2012PA05S013

►

La négociation est un processus pour atteindre un accord concernant un certain sujet entre deux ou plusieurs agents. Dans la négociation basée sur la théorie… (more)

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La négociation est un processus pour atteindre un accord concernant un certain sujet entre deux ou plusieurs agents. Dans la négociation basée sur la théorie des jeux, la négociation est vue comme un jeu. Un jeu est appliqué à chaque situation dans laquelle les participants interagissent pour trouver une solution. La négociation basée sur l’argumentation est faite par un échange d’arguments entre les agents négociateurs. Il y a beaucoup de travaux en négociation par la théorie des jeux qui traitent de tous les aspects de la négociation. D’autre part, les recherches en négociation par argumentation se sont principalement focalisées sur les protocoles pour réguler la négociation et les mécanismes de décisions pour générer et ordonner les offres; Cependant l’étude des aspectsstratégiques qui définissent le comportement de l’agent durant la négociation ont été largement négligés. Cela reste vrai pour la contrainte du temps.Cette thèse essaie de combler ces lacunes en travaillant en trois directions. Premièrement, un cadre pour la négociation par argumentation est proposé et qui est basé sur quelques concepts étudiés en négociation par la théorie des jeux. Ce cadre permet de classer les offres suivant les arguments qui les supportent et de négocier en utilisant une adaptation du très connu Alternating Offers Protocol proposé en théorie des jeux. Pour ce protocole une stratégie générique qui peut être utilisée avec n’importe quelle relation de préférence entre les offres et avec n’importe quelle forme de concession a été définie. Deuxièmement, cette thèse propose quelques tactiques pour la négociation par argumentation avec une contrainte de temps. Les tactiques sont basées sur l’information que l’agent possède sur son adversaire. Cette information est collectionnée durant le processus de négociation ou est obtenue en connaissant le rôle de son opposant. En dernier lieu, une évaluation expérimentale montre que les tactiques et les concessions influencent la longueur de la négociation et l’issue de la négociation, sous les hypothèses de contrainte de temps et de la connaissance de certaines informations sur l’agent adversaire.

Negotiation is the process to reach an agreement concerning matters between two or several agents. In game theoretic negotiation, the latter is seen as a game. A game is applied to every situation in which the participants interact to find a solution. Argumentation-based negotiation is done by exchanging arguments between the participating agents. There is a lot of work in game-theoretic negotiation that deals with all the aspects of negotiation. On the other hand, research in argumentation-based negotiation has focused mainly on the protocols to regulate the negotiation and reasoning mechanisms to generate and order offers; however the study of strategic issues that define the behavior of an agent during the negotiation has been largely neglected. The same holds for the time constraint.This thesis tries to fill this gap by working in three directions. Firstly, a framework for argumentation-based…

Advisors/Committee Members: Moraïtis, Pavlos (thesis director).

Subjects/Keywords: Négociation; Argumentation; Théorie des Jeux; Negotiation; Argumentation; Game Theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hadidi, N. (2012). Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation. (Doctoral Dissertation). Université Paris Descartes – Paris V. Retrieved from http://www.theses.fr/2012PA05S013

Chicago Manual of Style (16^th Edition):

Hadidi, Nabila. “Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation.” 2012. Doctoral Dissertation, Université Paris Descartes – Paris V. Accessed March 01, 2021. http://www.theses.fr/2012PA05S013.

MLA Handbook (7^th Edition):

Hadidi, Nabila. “Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation.” 2012. Web. 01 Mar 2021.

Vancouver:

Hadidi N. Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation. [Internet] [Doctoral dissertation]. Université Paris Descartes – Paris V; 2012. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2012PA05S013.

Council of Science Editors:

Hadidi N. Unification de l'argumentation et de la théorie des jeux pour la négociation automatisée : Unification of Argumentation and Game Theory for Automated Negotiation. [Doctoral Dissertation]. Université Paris Descartes – Paris V; 2012. Available from: http://www.theses.fr/2012PA05S013

Université Paris-Sorbonne – Paris IV

23. Babillon, Laurence. L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French.

Degree: Docteur es, Linguistique, 2017, Université Paris-Sorbonne – Paris IV

URL: http://www.theses.fr/2017PA040126

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Ce travail est consacré à l’étude contrastive du fonctionnement de l’anaphore résomptive à tête nominale (ARN) en allemand et en français. Il s’appuie principalement sur… (more)

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Ce travail est consacré à l’étude contrastive du fonctionnement de l’anaphore résomptive à tête nominale (ARN) en allemand et en français. Il s’appuie principalement sur un corpus de textes journalistiques. Le journaliste est un scripteur qui, par le biais de son article, désire informer son lecteur, voire le faire adhérer à sa vision du monde. Mais il est soumis à des contraintes de place. L’ARN est un moyen linguistique de choix, car elle permet un compactage par abstraction et par généralisation des informations sous la forme d’un concept introduit par le nom-tête de l’ARN. Il en ressort que les constituants de l’ARN que sont le déterminatif, le nom-tête et son expansion, et l’ARN en soi jouent un rôle non négligeable au sein de l’énoncé et du paragraphe. Afin de rendre compte de la dimension cognitive du phénomène anaphorique, le recours à la notion de saillance permet de montrer le rôle central des ARN dans la cohérence textuelle. Ce type d’expressions anaphoriques joue en outre un rôle au niveau textuel et au niveau argumentatif. L’ARN est en effet une balise saillante au service de l’argumentation. Elle permet de structurer et d’organiser le discours, ainsi que de participer à la stratégie argumentative du journaliste.

The purpose of this work is to develop a contrastive study of nominal anaphoric encapsulation in German and in French. It is mainly based on a corpus of newspaper articles. Thanks to their articles, journalists want to inform their readers, and sometimes make them share their own world view. But journalists are forced to do with limited space. Nominal anaphoric encapsulation is a perfect linguistic tool because it allows concision through the abstraction and generalization of information – a concept being introduced by the head noun of the nominal anaphoric encapsulation. Therefore, constituent parts of nominal anaphoric encapsulation (determinative, head noun and its expansion) and nominal anaphoric encapsulation itself play an important role in the clause and in the paragraph. In order to analyse the cognitive dimension of the anaphoric phenomenon, we use the notion of saliency to show the central role of nominal anaphoric encapsulation in textual coherence. Furthermore, such anaphoric expressions play a role at the textual and argumentative levels. Nominal anaphoric encapsulation is actually a salient buoy supporting the argumentation. It serves to structure and organize the speech, and to participate in the argumentative strategy of journalists.

Advisors/Committee Members: Dalmas, Martine (thesis director).

Subjects/Keywords: Anaphore; Saillance; Argumentation; Implicite; Presse; Anaphora; Saliency; Argumentation; Implicitness; Newspapers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Babillon, L. (2017). L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French. (Doctoral Dissertation). Université Paris-Sorbonne – Paris IV. Retrieved from http://www.theses.fr/2017PA040126

Chicago Manual of Style (16^th Edition):

Babillon, Laurence. “L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French.” 2017. Doctoral Dissertation, Université Paris-Sorbonne – Paris IV. Accessed March 01, 2021. http://www.theses.fr/2017PA040126.

MLA Handbook (7^th Edition):

Babillon, Laurence. “L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French.” 2017. Web. 01 Mar 2021.

Vancouver:

Babillon L. L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French. [Internet] [Doctoral dissertation]. Université Paris-Sorbonne – Paris IV; 2017. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2017PA040126.

Council of Science Editors:

Babillon L. L’anaphore résomptive nominale : saillance et argumentation. Aspects contrastifs allemand - français : Nominal Anaphoric Encapsulation : Saliency and Argumentation. Contrastive Aspects German/French. [Doctoral Dissertation]. Université Paris-Sorbonne – Paris IV; 2017. Available from: http://www.theses.fr/2017PA040126

24. Yao, Jingchen. Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince".

Degree: Docteur es, Sciences du langage (option : linguistique), 2019, Paris, EHESS

URL: http://www.theses.fr/2019EHES0005

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L’objectif de cette thèse est d’étudier les questions de « temporalité » et de « causalité » liées aux emplois de alors dans Le Petit… (more)

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L’objectif de cette thèse est d’étudier les questions de « temporalité » et de « causalité » liées aux emplois de alors dans Le Petit Prince. Après avoir passé en revue les principales analyses consacrées à ce mot, nous montrons que l’approche référentielle, majoritairement adoptée par ces analyses, présente des failles quand elle cherche à rendre compte des phénomènes linguistiques traditionnellement jugés « temporels » et « causaux » qui se manifestent à travers alors. Comme solution alternative, nous prenons une perspective argumentative en choisissant comme cadre théorie la Théorie des Blocs Sémantiques (TBS) développée par Carel dans les années 90. Cette théorie ne s’intéresse pas à la question des conditions de vérités, elle propose de décrire le sens des énoncés par un enchaînement argumentatif (dont les deux segments sont reliés par des conjonctions du type donc, par conséquent, si, de ce fait, etc., ou du type même si, cependant, pourtant, bien que, etc.) et par un aspect concrétisé par cet enchaînement. Ainsi, en utilisant les outils techniques fournis par la TBS, nous identifions quatre emplois de alors : l’emploi dit « contextuel », l’emploi dit « semi-causal », l’emploi dit « détaillant » et l’emploi dit « articulateur ». De plus, nous nous interrogeons également sur l’origine des lectures de « causalité » et de « temporalité » qui ont été attachées à certains emplois de alors. D’après nous, la lecture de « causalité » que l’on attribue à certains alors a pour source l’unité entre l’enchaînement et l’aspect concrétisé par cet enchaînement. La lecture de « temporalité », quant à elle, est en rapport avec la notion de « concordance discordante » qui caractérise, selon Aristote, la composition de l’intrigue. Ces réflexions nous permettent de dépasser l’opposition causalité/temporalité qui caractérise traditionnellement l’emploi de alors, et de montrer, d’une part, que la valeur fondamentale des emplois de alors n’est pas référentielle mais argumentative, et d’autre part, que ce mot participe activement à la détermination du sens d’un énoncé.

The objective of this thesis is to study the questions of “temporality” and “causality” which are related to the use of alors in The Little Prince. After having reviewed the main analyzes given to this word, we show that the referential approach, mainly adopted by these analyzes, presents flaws in order to account for the linguistic phenomena traditionally considered “temporal” and “causal” concerning the uses of alors. As an alternative solution, we take an argumentative perspective by choosing as the theoretical framework the Semantic Blocks Theory (TBS) developed by Carel in the 90s. This theory is not interested in the question of the truth-conditions, and it proposes to describe the meaning of the utterances by an argumentative sequence (of which the two segments are connected by conjunctions such as donc, par conséquent, si, de ce fait, etc., or by conjunctions such as même si, cependant, pourtant, bien que, etc.) and by an aspect concretized by this sequence.…

Advisors/Committee Members: Carel, Marion (thesis director).

Subjects/Keywords: Alors; Temporalité; Causalité; Argumentation; Référence; Alors; Temporality; Causality; Argumentation; Reference

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Yao, J. (2019). Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince". (Doctoral Dissertation). Paris, EHESS. Retrieved from http://www.theses.fr/2019EHES0005

Chicago Manual of Style (16^th Edition):

Yao, Jingchen. “Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince".” 2019. Doctoral Dissertation, Paris, EHESS. Accessed March 01, 2021. http://www.theses.fr/2019EHES0005.

MLA Handbook (7^th Edition):

Yao, Jingchen. “Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince".” 2019. Web. 01 Mar 2021.

Vancouver:

Yao J. Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince". [Internet] [Doctoral dissertation]. Paris, EHESS; 2019. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2019EHES0005.

Council of Science Editors:

Yao J. Temporalité et causalité : le cas de "alors" dans "Le Petit Prince" : Temporality and causality : the case of "alors" in "The Little Prince". [Doctoral Dissertation]. Paris, EHESS; 2019. Available from: http://www.theses.fr/2019EHES0005

25. Arioua, Abdallah. Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases.

Degree: Docteur es, Informatique, 2016, Montpellier

URL: http://www.theses.fr/2016MONTT261

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Les bases de connaissances sont des bases de données déductives où la logique est utilisée pour représenter des connaissances de domaine sur des données existantes.… (more)

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Les bases de connaissances sont des bases de données déductives où la logique est utilisée pour représenter des connaissances de domaine sur des données existantes. Dans le cadre des règles existentielles, une base de connaissances est composée de deux couches : la couche de données qui représentent les connaissances factuelle et la couche ontologique qui incorpore des règles de déduction et des contraintes négatives. L’interrogation de données à l’aide des ontologies est la fonction de raisonnement principale dans ce contexte. Comme dans la logique classique, les contradictions posent un problème à l’interrogation car « d'une contradiction, on peut déduire ce qu'on veut (ex falso quodlibet) ».Récemment, des approches d’interrogation tolérantes aux incohérences ont été proposées pour faire face à ce problème dans le cadre des règles existentielles. Elles déploient des stratégies dites de réparation pour restaurer la cohérence. Cependant, ces approches sont parfois inintelligibles et peu intuitives pour l'utilisateur car elles mettent souvent en œuvre des stratégies de réparation complexes. Ce manque de compréhension peut réduire l’utilisabilité de ces approches car elles réduisent la confiance entre l'utilisateur et les systèmes qui les utilisent. Par conséquent, la problématique de recherche que nous considérons est comment rendre intelligible à l’utilisateur l’interrogation tolérantes aux incohérences. Pour répondre à cette question de recherche, nous proposons d’utiliser deux formes d’explication pour faciliter la compréhension des réponses retournées par une interrogation tolérante aux incohérences. La première est dite de niveau méta et la seconde de niveau objet. Ces deux types d’explication prennent la forme d'un dialogue entre l'utilisateur et le raisonneur au sujet des déductions retournées comme réponses à une requête donnée. Nous étudions ces explications dans le double cadre de l'argumentation fondée sur la logique et de la dialectique formelle, comme nous étudions leurs propriétés et leurs impacts sur les utilisateurs en termes de compréhension des résultats.

Knowledge bases are deductive databases where the machinery of logic is used to represent domain-specific and general-purpose knowledge over existing data. In the existential rules framework a knowledge base is composed of two layers: the data layer which represents the factual knowledge, and the ontological layer that incorporates rules of deduction and negative constraints. The main reasoning service in such framework is answering queries over the data layer by means of the ontological layer. As in classical logic, contradictions trivialize query answering since everything follows from a contradiction (ex falso quodlibet). Recently, inconsistency-tolerant approaches have been proposed to cope with such problem in the existential rules framework. They deploy repairing strategies on the knowledge base to restore consistency and overcome the problem of trivialization. However, these approaches are sometimes unintelligible and not straightforward…

Advisors/Committee Members: Buche, Patrice (thesis director).

Subjects/Keywords: Argumentation; Explication; Incohérence; Datalog+/-; Blédur; Argumentation; Explanation; Inconsistency; Datalog+/-; Durum wheat

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arioua, A. (2016). Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases. (Doctoral Dissertation). Montpellier. Retrieved from http://www.theses.fr/2016MONTT261

Chicago Manual of Style (16^th Edition):

Arioua, Abdallah. “Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases.” 2016. Doctoral Dissertation, Montpellier. Accessed March 01, 2021. http://www.theses.fr/2016MONTT261.

MLA Handbook (7^th Edition):

Arioua, Abdallah. “Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases.” 2016. Web. 01 Mar 2021.

Vancouver:

Arioua A. Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases. [Internet] [Doctoral dissertation]. Montpellier; 2016. [cited 2021 Mar 01]. Available from: http://www.theses.fr/2016MONTT261.

Council of Science Editors:

Arioua A. Formalisation et étude des explications dialectiques dans les bases de connaissances incohérentes : Formalizing and Studying Dialectical Explanations in Inconsistent Knowledge Bases. [Doctoral Dissertation]. Montpellier; 2016. Available from: http://www.theses.fr/2016MONTT261

Macquarie University

26. Hezart, Armin. Argumentation - justification, localization and propagation of admissibility.

Degree: 2015, Macquarie University

URL: http://hdl.handle.net/1959.14/1067897

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Thesis by publication.

Bibliography: pages 215-229.

1. Introduction – 2. The localization of admissibility and the admissibility backings – 3. The role of one argument… (more)

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Thesis by publication.

Bibliography: pages 215-229.

1. Introduction – 2. The localization of admissibility and the admissibility backings – 3. The role of one argument in admissibility of another and the propagation of admissibility backings – 4. Context sensitive defeasible rules – 5. Conclusion.

Abstract argumentation frameworks are used to study various aspects of interaction between arguments. One most fundamental such interaction is that some arguments may attack some other arguments. In a sense, only those arguments finally matter that are successfully defended against the attackers. Such arguments are called admissible. This thesis incorporates three papers in this area of research, two of which are devoted to the admissibility of arguments.

The first paper introduces the notion of the admissibility backing of an argument – a minimal set of admissible arguments that can successfully defend (respectively attack) a given argument against its attackers (defenders). This paper shows how admissible backings can help us localize the admissibility of an argument. It does so by separating those arguments that are relevant to the admissibility of a given argument from those that are not. Independent corroboration for this approach is provided by showing how major results in Dung’s approach to argumentation can be obtained using admissibility backings.

The second paper explores the propagation of admissibility backings in the following sense: under what condition, and in what way, an admissibility backing of a given argument will contribute to the backing of a different argument? It is shown that under certain conditions, the propagation is transitive. It is further shown how the propagation of admissibility backings can be used to partition an argumentation framework to independent sub-frameworks. This is indicative of an interesting approach to the splitting and merging of different argumentation frameworks, a theoretical investigation of which is left for future research.

The last paper explores a novel approach to marrying the argumentation frameworks to defeasible reasoning. The desired goal behind this approach is that an argument that is deemed justied in an argumentation framework should indeed satisfy our expectations as per defeasible reasoning. The efficacy of this approach is shown by providing a mapping from it to Dung’s argumentation framework.

1 online resource (xx, 235 pages)

Advisors/Committee Members: Macquarie University. Department of Computing.

Subjects/Keywords: Model-based reasoning; argumentation; abstract argumentation theory; localization; dynamics; admissibility

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hezart, A. (2015). Argumentation - justification, localization and propagation of admissibility. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1067897

Chicago Manual of Style (16^th Edition):

Hezart, Armin. “Argumentation - justification, localization and propagation of admissibility.” 2015. Doctoral Dissertation, Macquarie University. Accessed March 01, 2021. http://hdl.handle.net/1959.14/1067897.

MLA Handbook (7^th Edition):

Hezart, Armin. “Argumentation - justification, localization and propagation of admissibility.” 2015. Web. 01 Mar 2021.

Vancouver:

Hezart A. Argumentation - justification, localization and propagation of admissibility. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1959.14/1067897.

Council of Science Editors:

Hezart A. Argumentation - justification, localization and propagation of admissibility. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1067897

University of the Western Cape

27. Goodman, Lynn. Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools .

Degree: 2015, University of the Western Cape

URL: http://hdl.handle.net/11394/5062

► This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional… (more)

Subjects/Keywords: Dialogical argumentation instructional model; Capacitors – Mathematical models; Toulmin’s Argumentation Pattern (TAP); Ogunniyi’s Contiguity Argumentation Theory (CAT); Teachers; Indigenous Knowledge Systems (IKS)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Goodman, L. (2015). Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5062

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Goodman, Lynn. “Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools .” 2015. Thesis, University of the Western Cape. Accessed March 01, 2021. http://hdl.handle.net/11394/5062.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Goodman, Lynn. “Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools .” 2015. Web. 01 Mar 2021.

Vancouver:

Goodman L. Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11394/5062.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Goodman L. Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5062

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

28. Brady, John E. Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom.

Degree: PhD, EDU Teaching and Learning, 2020, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

► In a world that is growing increasingly diverse, it is important to understand the ways in which students can come to make sense of, situate,… (more)

▼ In a world that is growing increasingly diverse, it is important to understand the ways in which students can come to make sense of, situate, and reconcile perspectives different than their own in English Language Arts classrooms. One approach that researchers (Newell, Bloome & Hirvela, 2015) have suggested may help students engage with multiple perspectives in a meaningful manner is through argumentation and argumentative writing. Argumentative writing as defined by Newell, Bloome, and Hirvela (2015) is a set of social practices that are contextually defined and constructed for the purposes of developing deep understandings of human experiences. It entails the collection and investigation of evidence representing multiple perspectives to inform the construction of a claim, and the support of said claim through warranting.In this dissertation I build upon Newell, Bloome, and Hirvela’s (2015) notion of argumentative writing by examining the role that intersubjectivity plays in the argumentative process. To do so, I conducted a year-long ethnographic study of an 11th grade Advanced Placement Composition classroom during the 2017-2018 school year. I analyze a classroom event multiple times, each with a different focus, to investigate the construction of an intersubjective framework through classroom conversation, the ways in which the intersubjective framework was used to construct student understandings of perspectives that are unfamiliar or dissimilar from their own in said classroom conversation, and how the intersubjective framework was constructed. I framed my study using Bakhtin’s (2010 a) notion of heteroglossia as well as Rommetviet’s (1974) concept of intersubjectivity.I found that the intersubjective framework was comprised of 6 distinct, mutually influential, and intertwined dimensions which served different functions including establishing conditions of engagement, the interpretation of content, interactional structure, and epistemological stance towards argumentation. Those dimensions are: avoiding dismissal, trauma, the re-narrativization of personal experiences, argumentation as social awareness, complexity, and third space. To establish these dimensions, the teacher introduced four moves that were appropriated by students throughout the interaction: reflexivity, reflection, reframing memories/experiences, and intercontextuality. In my paper I argue students were able to construct an understanding of an essay conveying a perspective previously unfamiliar through the establishment and appropriation of an intersubjective framework. Advisors/Committee Members: Bloome, David (Committee Chair).

Subjects/Keywords: Education; Educational Theory; Language Arts; Argumentation, Argumentative Writing, Intersubjectivity, Bakhtin, Classroom Argumentation, Argument, ELA classrooms, Secondary, Classroom Talk, Dialogic Literary Argumentation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Brady, J. E. (2020). Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

Chicago Manual of Style (16^th Edition):

Brady, John E. “Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom.” 2020. Doctoral Dissertation, The Ohio State University. Accessed March 01, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.

MLA Handbook (7^th Edition):

Brady, John E. “Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom.” 2020. Web. 01 Mar 2021.

Vancouver:

Brady JE. Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2020. [cited 2021 Mar 01]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.

Council of Science Editors:

Brady JE. Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom. [Doctoral Dissertation]. The Ohio State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346

Universiteit Utrecht

29. Hommes, R.M. Improper behaviour in argumentation based persuasion dialogues.

Degree: 2015, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/318001

► In this thesis, it is investigated how agents participating in argumentation based persuasion dialogues should behave ideally. Also, types of improper behaviour of agents participating… (more)

Subjects/Keywords: Persuasion; dialogue systems; argumentation; improper behaviour

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hommes, R. M. (2015). Improper behaviour in argumentation based persuasion dialogues. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/318001

Chicago Manual of Style (16^th Edition):

Hommes, R M. “Improper behaviour in argumentation based persuasion dialogues.” 2015. Masters Thesis, Universiteit Utrecht. Accessed March 01, 2021. http://dspace.library.uu.nl:8080/handle/1874/318001.

MLA Handbook (7^th Edition):

Hommes, R M. “Improper behaviour in argumentation based persuasion dialogues.” 2015. Web. 01 Mar 2021.

Vancouver:

Hommes RM. Improper behaviour in argumentation based persuasion dialogues. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Mar 01]. Available from: http://dspace.library.uu.nl:8080/handle/1874/318001.

Council of Science Editors:

Hommes RM. Improper behaviour in argumentation based persuasion dialogues. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/318001

30. Carmen Aparecida Nunes Neto. Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers.

Degree: 2012, Universidade Estadual do Oeste do Parana

URL: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=941

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Considerando que o Editorial Ã o texto que expressa a opiniÃo de um jornal, o presente estudo analisa as teses e respectivos argumentos deste gÃnero… (more)

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Considerando que o Editorial Ã o texto que expressa a opiniÃo de um jornal, o presente estudo analisa as teses e respectivos argumentos deste gÃnero nos jornais Gazeta do IguaÃu e Vanguardia publicados em Foz do IguaÃu (BR) e Ciudad del Este (PY) respectivamente. Objetiva perceber e compreender em que medida a integraÃÃo prevista no Mercosul estaria ocorrendo, segundo o posicionamento polÃtico - a favor ou contra - de cada um dos Editoriais. SÃo examinados, para isso, os argumentos tÃcnicos e sensibilizadores com base nos pressupostos teÃrico - metodolÃgico da Teoria RetÃrica do Discurso â TRD de Dittrich (2008), apoiada na Teoria da ArgumentaÃÃo de Perelman-Tyteca (2005). As anÃlises sÃo desenvolvidas atravÃs da comparaÃÃo entre teses e argumentos em 10 Editoriais de cada jornal, publicados durante o ano de 2010, selecionados a partir de uma temÃtica relativa ao Mercosul. O estudo aponta que, de modo geral, o posicionamento dos Editoriais paraguaios Ã contrÃrio ao cumprimento dos princÃpios do Mercosul, enquanto os Editoriais brasileiros se posicionam com maior moderaÃÃo em relaÃÃo ao tema.

Whereas the Editorial is the text that expresses the opinion of a newspaper, this study analyzes the thesis and the particular arguments of this kind of newspapers Gazeta do IguaÃu and Vanguardia published in Foz do IguaÃu (Brazil) and Ciudad del Este (Paraguay), respectively. It aims to realize and understand the extent to which the integration were be occurring, according to the political position - for or against â of each one of the newspapers. Therefore examines the technical arguments and sensitizers from the theoretical and methodological assumptions of the Rhetorical Theory of Speech - TRD of Dittrich (2008) with the support of Perelman-Tytecaâs Theory of Argumentation (2005). The analyses are developed by comparing the thesis and arguments of each Editorial in 10 newspaper published during the year 2010, selected by a theme relating to Mercosul. The study indicates that, in general, the position of Paraguayansâ Editorials compliance is contrary to th e principles of Mercosul, while the Brazilian Editorials stand with greater restraint in this regard.

Advisors/Committee Members: TarcÃsio Vanderlinde, Lineide do Lago Salvador Mosca, Ivo JosÃ Dittrich.

Subjects/Keywords: Mercosul; argumentaÃÃo; editorial; Mercosul; argumentation; editorial; LINGUISTICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Neto, C. A. N. (2012). Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers. (Thesis). Universidade Estadual do Oeste do Parana. Retrieved from http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Neto, Carmen Aparecida Nunes. “Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers.” 2012. Thesis, Universidade Estadual do Oeste do Parana. Accessed March 01, 2021. http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Neto, Carmen Aparecida Nunes. “Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers.” 2012. Web. 01 Mar 2021.

Vancouver:

Neto CAN. Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers. [Internet] [Thesis]. Universidade Estadual do Oeste do Parana; 2012. [cited 2021 Mar 01]. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Neto CAN. Mercosul in the rhetorical-discursive vision in the editorials of Gazeta do iguaÃu (Brazil) and Vanguardia (Paraguay) newspapers. [Thesis]. Universidade Estadual do Oeste do Parana; 2012. Available from: http://tede.unioeste.br/tede//tde_busca/arquivo.php?codArquivo=941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations